Teacher Observation Form

User Information
Name: MICHAEL WOMACK (3002)

Title: Teacher

Building: Lawrence High School

Department: English/Language Arts 7-12

Grades: Grade 09,Grade 10,Grade 11,Grade 12

Evaluation Type: Tenured Teachers (Non-Tested Grades)

Assigned Administrator: MORMILE, ANTHONY

Evaluation Cycle: 09/01/2013 - 06/30/2014

Submitted By: MORMILE, ANTHONY

Date Submitted: 01/17/2014 3:08 pm EST

Acknowledged By: WOMACK, MICHAEL

Date Acknowledged: 01/17/2014 3:50 pm EST

Finalized By: MORMILE, ANTHONY

Date Finalized : 01/20/2014 12:12 pm EST

Date of Observation:

1/9/2014

Start Time/Period:

period 7 - 12:39

End Time/Period:

1:21

Subject/Grade:

English 2 Inclusion - Grade 10

Lesson Title:

Macbeth - Act 2 Scene 2

Observer #1:

Anthony A. Mormile

Title of Observer #1:

Supervisor of Guidance

Observer #2:
Title of Observer#2:
Type of Observation:
Single
Type of Observation:
Formal
Type of Observation:
Unannounced
Type of Observation:
Short

Supporting Form Upload:

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Domain 1 - Artifact Report

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Domain 1 - Planning and Preparation

Criteria
1a: Demonstrating
knowledge of content and
pedagogy

Unsatisfactory
Teachers plans and practice
display little knowledge of the
content, prerequisite

Basic
Teachers plans and practice
reflect some awareness of the
important concepts in the

Proficient
Teachers plans and practice
reflect solid knowledge of the
content, prerequisite relations

Distinguished
Teachers plans and practice
reflect extensive knowledge of
the content and of the structure

relationships between different

aspects of the content, or of the
instructional practices specific to
that discipline.

discipline, prerequisite relations

between them and of the
instructional practices specific to
that discipline.

between important concepts and

of the instructional practices
specific to that discipline.

of the discipline. Teacher

actively builds on knowledge of
prerequisites and
misconceptions when describing
instruction or seeking causes for
student misunderstanding.

1b: Demonstrating
knowledge of students

Teacher demonstrates little or

no knowledge of students
backgrounds, cultures, skills,
language proficiency, interests,
and special needs, and does not
seek such understanding.

Teacher indicates the

importance of understanding
students backgrounds, cultures,
skills, language proficiency,
interests, and special needs, and
attains this knowledge for the
class as a whole.

Teacher actively seeks

knowledge of students
backgrounds, cultures, skills,
language proficiency, interests,
and special needs, and attains
this knowledge for groups of
students.

Teacher actively seeks

knowledge of students
backgrounds, cultures, skills,
language proficiency, interests,
and special needs from a variety
of sources, and attains this
knowledge for individual
students.

1c: Setting Instructional

Outcomes

Instructional outcomes are

unsuitable for students,
represent trivial or low-level
learning, or are stated only as
activities. They do not permit
viable methods of assessment.

Instructional outcomes are of

moderate rigor and are suitable
for some students, but consist of
a combination of activities and
goals, some of which permit
viable methods of assessment.
They reflect more than one type
of learning, but teacher makes
no attempt at coordination or
integration.

Instructional outcomes are

stated as goals reflecting highlevel learning and curriculum
standards. They are suitable for
most students in the class,
represent different types of
learning, and are capable of
assessment. The outcomes
reflect opportunities for
coordination.

Instructional outcomes are

stated as goals that can be
assessed, reflecting rigorous
learning and curriculum
standards. They represent
different types of content, offer
opportunities for both
coordination and integration,
and take account of the needs of
individual students.

1d: Demonstrating
knowledge of resources

Teacher demonstrates little or

no familiarity with resources to
enhance own knowledge, to use
in teaching, or for students who
need them. Teacher does not
seek such knowledge

Teacher demonstrates some

familiarity with resources
available through the school or
district to enhance own
knowledge, to use in teaching,
or for students who need them.
Teacher does not seek to extend
such knowledge

Teacher is fully aware of the

resources available through the
school or district to enhance own
knowledge, to use in teaching,
or for students who need them.

Teacher seeks out resources in

and beyond the school or district
in professional organizations, on
the Internet, and in the
community to enhance own
knowledge, to use in teaching,
and for students who need
them.

1e: Desingning Coherent

Instruction

The series of learning

experiences are poorly aligned
with the instructional outcomes
and do not represent a coherent
structure. They are suitable for
only some students.

The series of learning

experiences demonstrates
partial alignment with
instructional outcomes, some of
which are likely to engage
students in significant learning.
The lesson or unit has a
recognizable structure and
reflects partial knowledge of
students and resources.

Teacher coordinates knowledge

of content, of students, and of
resources, to design a series of
learning experiences aligned to
instructional outcomes and
suitable to groups of students.
The lesson or unit has a clear
structure and is likely to engage
students in significant learning.

Teacher coordinates knowledge

of content, of students, and of
resources, to design a series of
learning experiences aligned to
instructional outcomes,
differentiated where appropriate
to make them suitable to all
students and likely to engage
them in significant learning. The
lesson or units structure is clear
and allows for different
pathways according to student
needs.

1f: Designing Student

Assessment

Teachers plan for assessing

student learning contains no
clear criteria or standards, is
poorly aligned with the
instructional outcomes, or is
inappropriate to many students.
The results of assessment have
minimal impact on the design of
future instruction.

Teachers plan for student

assessment is partially aligned
with the instructional outcomes,
without clear criteria, and
inappropriate for at least some
students. Teacher intends to use
assessment results to plan for
future instruction for the class as
a whole.

Teachers plan for student

assessment is aligned with the
instructional outcomes, using
clear criteria, is appropriate to
the needs of students. Teacher
intends to use assessment
results to plan for future
instruction for groups of
students.

Teachers plan for student

assessment is fully aligned with
the instructional outcomes, with
clear criteria and standards that
show evidence of student
contribution to their
development. Assessment
methodologies may have been
adapted for individuals, and the
teacher intends to use
assessment results to plan
future instruction for individual
students.

Domain 1 Recommendations:

Domain 1 Comments:

1C: For this lesson the instructional outcomes are appropriate, based on the lesson plan.
1E: Based on the lesson plan the instruction design was coherent.

Domain 2 - Artifact Report

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Domain 2 - The Classroom Environment

Criteria

Unsatisfactory

2a: Creating an environment

of respect and rapport

Classroom interactions, both

between the teacher and
students and among students,
are negative, inappropriate, or
insensitive to students cultural
backgrounds, and characterized
by sarcasm, put-downs, or
conflict.

Basic
Classroom interactions, both
between the teacher and
students and among students,
are generally appropriate and
free from conflict but may be
characterized by occasional
displays of insensitivity or lack
of responsiveness to cultural or
developmental differences
among students.

Proficient

Distinguished

Classroom interactions, between

teacher and students and among
students are polite and
respectful, reflecting general
warmth and caring, and are
appropriate to the cultural and
developmental differences
among groups of students.

Classroom interactions among

the teacher and individual
students are highly respectful,
reflecting genuine warmth and
caring and sensitivity to
students cultures and levels of
development. Students
themselves ensure high levels of
civility among members of the
class.

2b:Establishing a culture for

learning

The classroom environment

conveys a negative culture for
learning, characterized by low
teacher commitment to the
subject, low expectations for
student achievement, and little
or no student pride in work.

Teachers attempt to create a

culture for learning are partially
successful, with little teacher
commitment to the subject,
modest expectations for student
achievement, and little student
pride in work. Both teacher and
students appear to be only
going through the motions.

The classroom culture is

characterized by high
expectations for most students,
genuine commitment to the
subject by both teacher and
students, with students
demonstrating pride in their
work.

High levels of student energy

and teacher passion for the
subject create a culture for
learning in which everyone
shares a belief in the importance
of the subject, and all students
hold themselves to high
standards of performance, for
example by initiating
improvements to their work.

2c: Managing classroom

procedures

Much instructional time is lost

due to inefficient classroom
routines and procedures, for
transitions, handling of supplies,
and performance of noninstructional duties.

Some instructional time is lost

due to only partially effective
classroom routines and
procedures, for transitions,
handling of supplies, and
performance of non-instructional
duties.

Little instructional time is lost

due to classroom routines and
procedures, for transitions,
handling of supplies, and
performance of non-instructional
duties, which occur smoothly.

Students contribute to the

seamless operation of classroom
routines and procedures, for
transitions, handling of supplies,
and performance of noninstructional duties.

2d: Managing student

behavior

There is no evidence that

standards of conduct have been
established, and little or no
teacher monitoring of student
behavior. Response to student
misbehavior is repressive, or
disrespectful of student dignity.

It appears that the teacher has

made an effort to establish
standards of conduct for
students. Teacher tries, with
uneven results, to monitor
student behavior and respond to
student misbehavior.

Standards of conduct appear to

be clear to students, and the
teacher monitors student
behavior against those
standards. Teacher response to
student misbehavior is
appropriate and respects the
students dignity.

Standards of conduct are clear,

with evidence of student
participation in setting them.
Teachers monitoring of student
behavior is subtle and
preventive, and teachers
response to student misbehavior
is sensitive to individual student
needs. Students take an active
role in monitoring the standards
of behavior.

2e: Organizing physical

space

The physical environment is

unsafe, or some students dont
have access to learning. There
is poor alignment between the
physical arrangement and the
lesson activities.

The classroom is safe, and

essential learning is accessible
to most students, and the
teachers use of physical
resources, including computer
technology, is moderately
effective. Teacher may attempt
to modify the physical
arrangement to suit learning
activities, with partial success.

The classroom is safe, and

learning is accessible to all
students; teacher ensures that
the physical arrangement is
appropriate to the learning
activities. Teacher makes
effective use of physical
resources, including computer
technology.

The classroom is safe, and the

physical environment ensures
the learning of all students,
including those with special
needs. Students contribute to
the use or adaptation of the
physical environment to
advance learning. Technology is
used skillfully, as appropriate to
the lesson.

Domain 2 Recommendations:

2C, 2D: Perhaps the teacher can include the support teachers to proactively manage the classroom procedures and the behavior of the students.
Domain 2 Comments:

2B: A culture of learning was clearly established and the students were engaged in learning.
2C: Teacher spent the first ten minutes of class preparing the students for the next day's assignment which is an art project based on the themes of
the soliloquy. Then the students broke up into pairs to role-play Macbeth Act 2 Scene 2. The students wasted no time in picking partners, spreading
out, and starting the activity. The students did the activity with care and enthusiasm. Appropriate classroom procedures were evident.
2D: In the few instances of misbehavior the teacher addressed them promptly and appropriately.
2E: Teacher has the classroom set up well. In addition, for the pairs' assignment, four pairs went across the all for the purpose of spreading out &
making the best use of space.

Domain 3 - Artifact Report

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Domain 3 - Instruction
Proficient

Distinguished

3a:Communicating with
students

Criteria

Expectations for learning,

directions and procedures, and
explanations of content are
unclear or confusing to students.
Teachers use of language
contains errors or is
inappropriate to students
cultures or levels of
development.

Unsatisfactory

Expectations for learning,

directions and procedures, and
explanations of content are
clarified after initial confusion;
teachers use of language is
correct but may not be
completely appropriate to
students cultures or levels of
development.

Basic

Expectations for learning,

directions and procedures, and
explanations of content are clear
to students. Communications
are appropriate to students
cultures and levels of
development

Expectations for learning,

directions and procedures, and
explanations of content are clear
to students. Teachers oral and
written communication is clear
and expressive, appropriate to
students cultures and levels of
development, and anticipates
possible student
misconceptions.

3b: Using questioning and

discussion techniques

Teachers questions are lowlevel or inappropriate, eliciting

limited student participation, and
recitation rather than
discussion.

Some of the teachers questions

elicit a thoughtful response, but
most are low-level, posed in
rapid succession. Teacher
attempts to engage all students
in the discussion are only
partially successful.

Most of the teachers questions

elicit a thoughtful response, and
the teacher allows sufficient time
for students to answer. All
students participate in the
discussion, with the teacher
stepping aside when
appropriate.

Questions reflect high

expectations and are culturally
and developmentally
appropriate. Students formulate
many of the high-level questions
and ensure that all voices are
heard.

3c:Engaging students in
learning

Activities and assignments,

materials, and groupings of
students are inappropriate to the

Activities and assignments,

materials, and groupings of
students are partially

Activities and assignments,

materials, and groupings of
students are fully appropriate to

Students are highly intellectually

engaged throughout the lesson
in significant learning, and make

instructional outcomes, or
students cultures or levels of
understanding, resulting in little
intellectual engagement. The
lesson has no structure or is
poorly paced.

appropriate to the instructional

outcomes, or students cultures
or levels of understanding,
resulting in moderate intellectual
engagement. The lesson has a
recognizable structure but is not
fully maintained.

the instructional outcomes, and

students cultures and levels of
understanding. All students are
engaged in work of a high level
of rigor. The lessons structure is
coherent, with appropriate
pace.

material contributions to the

activities, student groupings,
and materials. The lesson is
adapted as needed to the needs
of individuals, and the structure
and pacing allow for student
reflection and closure.

3d:Using Assessment in
Instruction

Assessment is not used in

instruction, either through
students awareness of the
assessment criteria, monitoring
of progress by teacher or
students, or through feedback to
students.

Assessment is occasionally used

in instruction, through some
monitoring of progress of
learning by teacher and/or
students. Feedback to students
is uneven, and students are
aware of only some of the
assessment criteria used to
evaluate their work.

Assessment is regularly used in

instruction, through selfassessment by students,
monitoring of progress of
learning by teacher and/or
students, and through high
quality feedback to students.
Students are fully aware of the
assessment criteria used to
evaluate their work.

Assessment is used in a
sophisticated manner in
instruction, through student
involvement in establishing the
assessment criteria, selfassessment by students and
monitoring of progress by both
students and teachers, and high
quality feedback to students
from a variety of sources.

3e:Demonstrating flexibility
and responsiveness

Teacher adheres to the

instruction plan, even when a
change would improve the
lesson or of students lack of
interest. Teacher brushes aside
student questions; when
students experience difficulty,
the teacher blames the students
or their home environment.

Teacher attempts to modify the

lesson when needed and to
respond to student questions,
with moderate success. Teacher
accepts responsibility for student
success, but has only a limited
repertoire of strategies to draw
upon.

Teacher promotes the successful

learning of all students, making
adjustments as needed to
instruction plans and
accommodating student
questions, needs and interests.

Teacher seizes an opportunity to

enhance learning, building on a
spontaneous event or student
interests. Teacher ensures the
success of all students, using an
extensive repertoire of
instructional strategies.

Domain 3 Recommendations:

3A: For the assignment that was due the next day it is recommended to write the assignment on the white board in addition to the oral explanation.
This will allow the students to see the assignment in addition to hearing it.
Domain 3 Comments:

3A: The teacher worked hard to ensure that communication with students was effective. He is a role model for students for proper communication.
3C: The students were engaged in the activity. This is impressive considering that the activity required the students to read a scene of Macbeth
together which is difficult to read.
When asked to volunteer answers the students raised their hands in abundance and gave thoughtful answers.
3D: Teacher hustled around the rooms to continually assess the students' learning during the activity. The students appreciate that.
Domain 4 - Artifact Report
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Post-obs form

01/17/2014

MORMILE, ANTHONY

Womack_Post_observationform__

Domain 4 - Professional Responsibilities

Unsatisfactory

Basic

Proficient

4a:Reflecting on Teaching

Criteria

Teachers reflection on the

lesson does not provide an
accurate or objective description
of the event of the lesson.

Teachers reflection provides a

partially accurate and objective
description of the lesson, but
does not cite specific positive
and negative characteristics.
Teacher makes global
suggestions as to how the lesson
might be improved.

Teachers reflection provides an

accurate and objective
description of the lesson, and
cites specific positive and
negative characteristics.
Teacher makes some specific
suggestions as to how the lesson
might be improved.

Teachers reflection on the

lesson is highly accurate and
perceptive, and cites specific
examples that were not fully
successful, for at least some
students. Teacher draws on an
extensive repertoire to suggest
alternative strategies.

Distinguished

4b: Maintaining Accurate

Records

Teacher has no system for

maintaining accurate records,
resulting in errors and
confusion.

Teachers system for

maintaining accurate records is
rudimentary and only partially
effective.

Teachers system for

maintaining accurate records is
efficient and effective.

Teachers system for

maintaining accurate records is
efficient and effective, and
students contribute to its
maintenance.

4c: Communicating with

Families

Teacher provides little or no

information to families and
makes no attempt to engage
them in the instructional
program.

Teacher complies with school

procedures for communicating
with families and makes an
effort to engage families in the
instructional program, but
communications are not always
appropriate to the cultures of
those families.

Teacher communicates
frequently with families and
successfully engages them in
the instructional program. They
convey information to families
about individual students in a
culturally appropriate manner.

Teacher communicates
frequently and sensitively with
families and responds to the
individual and cultural needs of
families. Teacher successfully
engages families in the
instructional program; students
participate in communicating
with families.

4d: Contributing to the

School and District

Teachers relationships with

colleagues are negative or selfserving, and teacher avoids
being involved in school and
district events and projects.

Teachers relationships with

colleagues are cordial, and
teacher participates in school
and district events and projects
when specifically requested.

Teacher participates actively in

school and district events and
projects, and maintains positive
and productive relationships with
colleagues.

Teacher makes a substantial

contribution to school and
district events and projects, and
assumes leadership with
colleagues.

4e: Growing and Developing

Profesionally

Teacher does not participate in

professional development
activities, even when such
activities are clearly needed for
the development of teaching
skills.

Teachers participation in
professional development
activities is limited to those that
are convenient or are required.

Teacher seeks out opportunities

for professional development
based on an individual
assessment of need.

Teacher actively pursues

professional development
opportunities, and makes a
substantial contribution to the
profession through such
activities as action research and
mentoring new teachers.

4f: Demonstrating

Teachers sense of

Teachers attempts to serve

Teacher makes genuine and

Teacher assumes a leadership

Professionalism

professionalism is low, and

teacher contributes to practices
that are self-serving or harmful
to students.

students are genuine but

limited.

successful efforts to ensure that

all students are well served by
the school.

role in ensuring that school

practices and procedures ensure
that all students, particularly
those traditionally underserved,
are honored in the school.

Domain 4 Recommendations:

Domain 4 Comments:

4A: The teacher had an excellent reflection that was based on his extensive repertoire as well as his deep understanding of the specific needs of his
students in his class. His reflection shows that he is the same teacher regardless of the level of need of his students.

Teacher Observation Form Overall Comments:

During the activity the teacher told the students to take notes. After the activity, during the discussion, the teacher asked the students to
show the specific lines from the scene. Teacher taught the students to back up their answers with direct evidence from the scene. This will serve
the students well when they complete research assignments.
Teacher Observation Form Recommendations:

Please note that by acknowledging this document you verify that you have read this report. Your acknowledgement does not signify that you
agree entirely with the contents of this report.

Comments (1)

Thanks for joining our class!

MICHAEL WOMACK Jan 17 2014 3:50PM EST